Reflection

W7 T3 2016 Reflection

It’s Saturday, and another school week is in the books. Time to reflect on the week that was, and recharge for the next challenge.


This week has seen me take (what I hope will be) a positive turn in my teaching and learning: flipped learning. On Tuesday, I attended a flipped learning professional development day, and I was left in awe of how the presenter has embraced flipped learning and the passion she has for it. I left the day so inspired, and I have already put what I have learned into action, creating some flipped videos of my own!

There was, however, a negative in the week, with news from BOSTES that if I were to put in my application for Highly Accomplished Teacher status, I would have a low likelihood of success. That was a downer, however, I see it as a great learning experience, because now I can reassess and improve my practice in the areas they indicated that need work.

Last night was the school’s annual trivia night to raise money for The Children’s Hospital at Westmead. Whilst my team didn’t win, we managed to raise about $6000 for the hospital. It was a fun night, and I’m looking forward to next year!

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Reflection

W6 T3 2016 Reflection

It’s Saturday, and another school week is in the books. Time to reflect on the week that was, and recharge for the next challenge.


This week has been a bit more eventful than the last few for me, but it wasn’t until the middle of the week that much actually happened!

Wednesday saw a Staff vs Student pasta eating contest. I’ve never done anything like this at school before, so it was good to give it a go and get involved at my new school! It was a relay event with six staff and six students ranging from Year 7 to Year 12. I was second in line, and managed to finish my bowl rather quickly (I am Italian and I do love my food). Of course, the staff won (by three people, might I add). I’m looking forward to more things like that in the future.

Thursday night saw the launch of my EduTwitter chat, #HASSchat! It was such a rush! It may have been myself and three others, but, I can only see this going up from here! You can check out the chat archive by clicking here.

Yesterday saw me and my colleagues take part in a Staff Spirituality Day in Mittagong. The theme was presence. Just a day to relax and think about something other than work. It was easy to relax when the location was so great!

Teaching & Learning

Announcing the Launch of #HASSchat!

I’m pleased to announce the launch of a new EduTwitter chat, aimed at K-12 teachers of the Humanities and Social Sciences (HASS).

#HASSchat Launch

It will run on the last Thursday of every month at 7pm (Sydney time). I encourage you all to join me and other great educators to discuss the night’s topic! This first chat will be held on Thursday 25 August, and the topic will be the relevance of the Humanities and Social Sciences today.

Reflection

Is There A Problem with (Edu)Twitter?

[I don’t want this to be a negative post, but I will come across as being a little cynical. Please respect my opinion and I encourage a healthy (and respectful) debate.]

I have been on Twitter for about 5 years now and have interacted with a wide variety of people from comedians to politicians, but I’ve only harnessed the power of Twitter for education/professional use within the last 2 years or so. Once you get past all of the clichéd inspirational photos that remind you to ‘be strong’ and ‘remember your goal’ (like as if you’d forgotten what your main job is), and the mutual back-slapping, Twitter is a powerful tool to connect with other like-minded individuals. What I’ve seen in my time using Twitter professionally has been a mixed-bag of amazing ideas and also negative posts. I thought I was the only one who felt like this, but then I saw this tweet:

This tweet inspired me to finally put down my thoughts on (digital) paper. As professional adults all with the same goal of educating the future leaders of the world, I would’ve thought that there would be more positivity and collegiality. Now, don’t get me wrong… there is plenty of collegiality on Twitter, and I often rely on my PLN to give me advice or reassurance, however, every now and then, I spot a glimpse of teacher shaming.

What I want to focus on is ‘expert’ teachers (truth be told, some of them aren’t even teachers, but rather consultants) with an educational ‘holier-than-thou’ attitude holding court as if they are the utmost authority on something telling you what they are doing and then guilting you because you don’t do the same thing as them. These ‘expert’ teachers are operating in a different set of circumstances as everyone else: their school might have more resources, they may have more time off to develop new strategies, their school system might allow them to try different things without the fear of being reprimanded for having a go.

You still use paper worksheets? Then you are not a very good teacher and are negatively impacting the learning of your students.

You don’t flip your classroom? Then you mustn’t care about the learning of your students.

You don’t harness the power of coding and robotics? Then you obviously don’t care about giving your students 21st Century skills.

What even are ’21st Century skills’? I understand that engineering and computing are the way of the future, but what about compassion as well? As Doug mentions in his tweet above, this really hurts your instinct.

Not all teachers have the ability to ditch paper worksheets or to flip their classroom or to use coding and robotics. This is for a number of reasons: time, money, resources… even the culture of the school. Perhaps the worst thing about this is is that it then makes the teachers who don’t do it feel worthless or that they are incompetent. I have known some teachers with 30+ years of teaching experience… and they have never flipped their classroom, never heard of coding, and have never used a HyperDoc, but their students still come out of that class both a better person and with high grades.

I’ve worked in schools before where I asked if I could flip ONE of my classes, and I was quickly told no ‘because they didn’t want angry parents calling in complaining about the change.’ Someone quickly said ‘why didn’t you just flip it anyway without telling anyone?’ To that, I said ‘unfortunately, nothing is secret anymore in the world of education. If I go behind a superior’s back, then I’m asking for trouble, particularly as a newly qualified teacher.’ I didn’t have enough clout to go and ‘change the world’ like I thought I would be doing when I was undertaking my degree. So, does this make me a ‘bad’ teacher? I still gave my students my 100% commitment to them, and I did everything I could to give them a great education, but I was still guilted into feeling like a failure.

Newly qualified teachers particularly are most affected by this as they are still ‘finding themselves.’ They need to form their own identity and instinct as a teacher and see what does and does not work, and then they can make necessary adjustments based on the best practice that others teachers are spearheading. They have so much going on within the first year or two of their career: they need to get to know the school and its policies, the system and its policies, the students, and a lot more.

Then, add on top of that someone in a different situation to you telling you that everything you’re doing is wrong and ineffective. How would that make you feel? You’re being bombarded by Twitter posts saying that flipping your classroom or coding is the only way to get your students to achieve at the highest level possible, and if you don’t flip it or use coding, then you aren’t a good teacher. How would that make you feel? You start to doubt yourself and your ability as a teacher. Then, burn-out is a real concern as you’re trying to change yourself both as a person and a teacher as quickly as possible in order to fit the mould that the ‘expert’ teachers have built.

Don’t be guilted by others into changing yourself. Yes, it is important to try new teaching methods for the benefit of our students, but, we shouldn’t be doing it because we are being shamed or guilted into doing it by someone else. We keep telling our students to never give up, and to not change for others. Why don’t we follow our own clichéd mantras?

Reflection

Dealing with Illness As A New Teacher

This post marks the first time I’ve publicly, and on paper, spoken about my illness.

In late 2013, after only a few months in full-time employment as a teacher, I noticed a lump developing on my neck. After reluctantly going to get it looked at, I was diagnosed with Stage 2A Hodgkin’s Lymphoma. At the start of 2014 (Valentine’s Day no less), I was sitting in a chemotherapy chair having drain cleaner pumped into my veins. I was currently teaching my first ever HSC class, and I weighed up what to do. Do I call it quits for 6 months or more, or do I juggle teaching and treatment?

I came to my decision relatively quickly and without hesitation: I would have chemotherapy treatment every second Friday, take the weekend to recover, and then get back to school on Monday. I didn’t want my Year 12 students to suffer in their education because of me. This went on for 6 months, and not once did I let the treatment get me down. In fact, I’m pretty sure school kept my mind off of my illness! My students were extremely supportive as well and looked out for me as much as they could.

During the chemotherapy, I developed a form of psychological issue: whenever I got to the hospital and saw the cannula needle, I would begin to tense up and feel ill. It got to the point where I needed to have 2 types of sedatives to knock me out, because on a number of occasions, I got so anxious that my veins seized up and blew the needle out. Unless I was asleep for the whole process, I wouldn’t be able to cope. I’m not going to lie, many times I just didn’t think I would be able to handle it all. But, I pulled through.

After 6 months of chemotherapy treatment, I shifted to radiotherapy, and this is where I really crashed. Whilst the chemotherapy took my hair and made me look like a Simpson (yellow skin), the radiotherapy took away the most important thing a teacher has: my voice. Because my lump was on my neck (and there was also one inside my lung), the frame of radiotherapy included my throat region. After about session 5 of 15 of radiotherapy, my throat was essentially cooked. After 6 months of stoically handling chemotherapy, I fell at the last hurdle. I had to take 2 weeks off of work because there isn’t much use for a teacher who can’t speak.

I am happy to say that after a horror year, by the end of 2014 I was in full remission (and still enjoy that status today). The tattoos that adorn my torso from the radiotherapy are badges of honour for me now: they remind me that I am human, they remind me of the passion I showed for my students, and they remind me that I won.

                    2013                                                        2014                                                         2015

Reflection

W2 T3 2016 Reflection

It’s Saturday, and another school week is in the books. Time to reflect on the week that was, and recharge for the next challenge.


It’s been a great week at school, filled with fun and learning. I have been lucky enough to have been selected to be the teacher contact for the students participating in a student leadership pilot program being run by one of the biggest corporate team building companies in the nation. The students are really engaged, and I’m really excited about the calibre of the future leaders our country will enjoy!

On Wednesday, I introduced my Year 10 Commerce class to the BreakoutEDU concept.

I have never seen students so engaged in a lesson before. They were checking every nook and cranny in the room, wondering if even the smallest or oddest of items may have been a clue to unlocking the box and accessing the lollipops inside. They had 45 minutes to break in, but only needed 25 (I’d like to think that it was because I’ve done a great job at honing their collaborative and critical-thinking skills). Since then, they have asked me when they can do it again. I’ve also taken the box ‘on-the-road’ as teachers are asking about the box and if they can run a lesson with it as well. There’s nothing quite like seeing such high-intesnsity learning!

Friday was Hospital Heroes Day, and staff and students dressed up as their favourite heroes to raise money for the Children’s Hospital. Of course, I had to go as Clark Kent.

The students particularly loved the fringe curl, which is surprising as the Clark Kent of their generation doesn’t have a fringe curl. I also know that Clark Kent doesn’t have a beard, but there aren’t many last-minute options to dress up as when you have a beard and not much lying around the house to do anything with.

I’m also pretty excited that I’ve been asked to peer review a new education book. Whilst it seems like nothing massive in the grand scheme of things, for someone at the relative start of their career, to be asked for an opinion on a book that may shape the world of education is a big deal!

The only negative from this week is outside of the classroom and in the world of EduTwitter. There has been a lot of negativity and bullying, causing colleagues to turn against each other and question others’ motives. As professional adults who are meant to be role models of digital citizenship, this is absolutely deplorable. We need to take a step back and re-assess what we are doing here. We cannot continue like this if we want to be seen as professionals and adults.

Reflection

W1 T3 2016 Reflection

It’s Saturday, and another school week is in the books. Time to reflect on the week that was, and recharge for the next challenge.


Well, it was the first week back to school after the holidays and what better way to start a new term than with an Athletics Carnival! It was a great day, and one moment in particular really spoke to the spirit that the students have: a younger student stumbled and fell during the 100m race, and someone further ahead of him stopped, turned back, helped him up, and then raced with him to the end so that he didn’t have to finish alone.

I had two practicum students shadow me last term, and this week they began teaching some of my classes under my tutelage. I am honoured to be given the opportunity to help someone else enter the teaching profession.

Yesterday, we had our school’s Feast Day, which involved a whole-school Mass and was then followed by a carnival. It was such a good day, particularly as this was my first time experiencing it all! The students enjoyed every moment of it, and the community spirit was evident once again as the local primary school also joined us, and our students did everything they could to make them feel welcome and happy!

Friday night (after a very long day), I attended a PubPD, organised by Craig Kemp. This was a great event, with over 100 teachers sharing ideas in a comfortable, social setting. Laughs were had, ideas were shared, and prizes were won. I picked up a copy of George Couros’ The Innovator’s Mindset, a 1-year subscription to Storyboard That, some littleBits, and a Kahoot! t-shirt. A great way to spend a Friday night!

Reflection

What’s In A Name?

A few people have already asked me about the origin of my blog name: Authentic Backwards Pedagogy. For those that don’t know me, I am rather sarcastic in my personal life (NEVER in the classroom: I have read enough of the research and have listened during enough staff meetings that this is NEVER OK).

Whilst all of my posts are [generally] serious, I thought to myself: how can I put down my thoughts on (digital) paper and still get a laugh in? Why not make the name of the blog the sarcastic part? Hence, Authentic Backwards Pedagogy was born! It is based on the general fads that were in education when I first starting mulling around with the idea of starting a blog.

Authentic is based on Authentic Learning, the idea that all learning must have some sort of real-world applicability.

Backwards is based on Backwards Design, the idea of starting with the end result in mind, and then building the lessons and assessment tools to reach that goal. This is, as I have been informed on many occasions, NOT the same as ‘teaching to the test.’

Pedagogy is as it has always been: the study of the method of teaching.

So, the sarcastic way of reading the name of my blog would be that the pedagogy is authentically backwards. But don’t worry, I try to keep up-to-date with the latest educational ideas.

I stumbled across a great article that looked at the all the education jargon currently circulating. It’s a great read.

Teaching & Learning

Pokémon GO Post Update

My post about using Pokémon GO to teach Geography got picked up and shared by the American Geographical Society Facebook Page and Twitter! You cannot describe the rush I am feeling right now! One small step for me, one giant leap for my blog!

Teaching & Learning

Using Pokémon GO To Teach Geography

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A wild Oddish appeared on my laptop as I was writing this blog.

On the off-chance you’ve been hibernating for the winter* and have missed the phenomenon that is taking the world by storm, Pokémon GO is currently the biggest thing since sliced bread.

If you haven’t yet heard of it, or you have but haven’t yet played it, you basically walk around looking for Pokémon and attempting to catch them. After all, you gotta catch ’em all. The game uses augmented reality (AR), a form of technology that combines digital graphics with the real-world. Essentially, it augments your reality. But, you’re probably thinking: what possible value could this bring to the ancient and noble field of Geography?

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The maps are real, giving the game a more authentic feel.
  1. Mapping: This game uses real maps, borrowing Google Maps as the base. It doesn’t include any labels, so it’s a relatively clean screen to use. Students will become well-acquainted with maps by using this game, as they are required to determine distances and directions in order to find and catch the Pokémon.
  2. Spatial dimension: Much like mapping above, students will become more aware of their surroundings and what is actually around them. One element of the game is to visit PokéStops in order to obtain rewards needed to continue in the game (unless you want to pay for the privilege). PokéStops can be found mainly at notable landmarks and monuments, meaning that students are required to connect with their local community and history.
  3. Biological diversity: Just like in real life, certain Pokémon can only be found in certain ecosystems. Grass Pokémon can only be found in grassy areas, water Pokémon can only be found around waterways, and night Pokémon can only be found at night. This provides students with a better understanding of how animals interact in the environment and how the ecological dimension works.
  4. **BONUS** Physical exercise: This is not Geography related, however, an added bonus of this game is that it requires you to move. You need to walk around to find Pokémon. How many computer games require you to get some fresh air in order to play?

*Applicable to the Southern Hemisphere only.